Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
Observations:
Freshmen Physics is definitely the "toughest" class I will have on my schedule in the Spring. Although the high school did not explicitly "track" this class, it consists of around 20 students, 18 of which have an IEP. This class is co-taught with a resource teacher. It seems that this teacher is in the classroom for more of a student support system rather than actually co-teaching the class, because she has no content background knowledge. "Co-teaching" and the challenge associated with sharing the students with another teacher who does not have any background knowledge definitely does not make Mr. R's job any easier. For the most part Mr. R has a very passive style of classroom management. He will not single a student out but rather has an "after class conference" with the individual. Most of the classroom management issues in this classroom is concentrated on a specific group of boys, who are just mischievous freshmen, and do not present too much of a major problem. The boys often find themselves off task, and chatting. Mr. R addresses side conversations that pop up very mildly, with a very matter of fact tone rather than drawing more attention to the situation than is necessary. Overall students express a high level of respect for Mr. R and I've never seen a serious classroom management issue arise.
Reflections:
The way in which my CT handles the disturbances in his classroom is really impressive. By isolating the student after class and not reprimanding individuals in front of the class, I feel like the discussions he has with students about their behavior becomes more personal, and usually hits home. Not only are these discussions effective, but the student saves face in front of peers, and still feels that Mr. R has a mutual respect for the student. The group of mischievous boys would only benefit from the added attention in front of the class if Mr. R chose to single them out, because the attention of their peers seems to be what they are after to begin with. By acting very nonchalant when addressing small issues in the classroom, Mr. R reduces the attention given to misbehaving students, and makes the issue disappear much quicker. One of the most impressive aspects of Mr. R's classroom management is the percentage of students who remain on task and engaged. Most of his lessons involve getting up and moving around, or some type of hands on activity. The engagement level of students during the lessons really helps to alleviate much of the classroom management issues that could possibly arise. Upon observing students so actively involved in their work, I realize that this is the type of teacher I wish to be. I strongly believe that if students are interested and involved in their learning many of the classroom management issues will resolve themselves. For any issues that do arise, I attempt to model Mr. R's approach of the "after class conferences" in order to maintain a high level of respect between teacher and students, because once you are not respected by your students any type of classroom management you choose to employ will be ineffective.
Class Topic:Pressure
Grade:9
Observed by:Sarah Jakob
Observation / Reflection #4:Be Quiet! I'm Trying To Talk!
In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?Observations:
Freshmen Physics is definitely the "toughest" class I will have on my schedule in the Spring. Although the high school did not explicitly "track" this class, it consists of around 20 students, 18 of which have an IEP. This class is co-taught with a resource teacher. It seems that this teacher is in the classroom for more of a student support system rather than actually co-teaching the class, because she has no content background knowledge. "Co-teaching" and the challenge associated with sharing the students with another teacher who does not have any background knowledge definitely does not make Mr. R's job any easier. For the most part Mr. R has a very passive style of classroom management. He will not single a student out but rather has an "after class conference" with the individual. Most of the classroom management issues in this classroom is concentrated on a specific group of boys, who are just mischievous freshmen, and do not present too much of a major problem. The boys often find themselves off task, and chatting. Mr. R addresses side conversations that pop up very mildly, with a very matter of fact tone rather than drawing more attention to the situation than is necessary. Overall students express a high level of respect for Mr. R and I've never seen a serious classroom management issue arise.Reflections:
The way in which my CT handles the disturbances in his classroom is really impressive. By isolating the student after class and not reprimanding individuals in front of the class, I feel like the discussions he has with students about their behavior becomes more personal, and usually hits home. Not only are these discussions effective, but the student saves face in front of peers, and still feels that Mr. R has a mutual respect for the student. The group of mischievous boys would only benefit from the added attention in front of the class if Mr. R chose to single them out, because the attention of their peers seems to be what they are after to begin with. By acting very nonchalant when addressing small issues in the classroom, Mr. R reduces the attention given to misbehaving students, and makes the issue disappear much quicker. One of the most impressive aspects of Mr. R's classroom management is the percentage of students who remain on task and engaged. Most of his lessons involve getting up and moving around, or some type of hands on activity. The engagement level of students during the lessons really helps to alleviate much of the classroom management issues that could possibly arise. Upon observing students so actively involved in their work, I realize that this is the type of teacher I wish to be. I strongly believe that if students are interested and involved in their learning many of the classroom management issues will resolve themselves. For any issues that do arise, I attempt to model Mr. R's approach of the "after class conferences" in order to maintain a high level of respect between teacher and students, because once you are not respected by your students any type of classroom management you choose to employ will be ineffective.Class Topic:Pressure
Grade:9
Observed by:Sarah Jakob